Psychological Assessment of the Nonvocal, Physically Handicapped Child

Abstract

Although psychologists recognize the limitations of currently available tests for assessing the cognitive abilities of nonvocal, physically handicapped children, they continue to have responsibility for such assessment. Assessment is necessary to provide access to services, to determine the most appropriate learning environments and educational programs, and to develop effective augmentative communication systems. Providing a “fair” assessment is difficult. There are three approaches to such assessment: the use of currently available standardized instruments that accommodate the child's mode of response indication, the use of test modifications and the use of unique test instruments developed for this population. The problems and advantages of each of these approaches are discussed. Current best practice involves a careful consideration of the referral questions; working closely with occupational and physical therapists to assure that the child is optimally positioned and is using the most efficient mode of indication; selecting assessment instruments that will both address the specific referral questions and accommodate the child's mode of indication; remaining cautious in the interpretation of the test findings; and providing frequent re-evaluations.